A new study finds that high school students identify more with math if they see their math teacher treating everyone in the class equitably, especially in racially diverse schools. While the relationship between teacher equity and math identity was evident across races, there was an interesting exception. Black students, in general, had strong math identities, regardless of their teacher's actions.  Learning about the factors that affect student math identity is important because a student's attitude towards the subject influences the courses that they take as well as their future career selections. This study suggests that teachers may have a larger role to play in helping students develop a positive math identity than previously recognized.